爱弥儿是谁?——教育学情境中卢梭教育思想研究的理论分歧及其澄清
|
摘要
以往教育学情境中的卢梭教育思想研究在"爱弥儿是谁"这一问题上出现了理论分歧,一种看法认为爱弥儿是自然人,另一种看法则主张爱弥儿是公民。导致理论分歧的原因在于研究者对于《爱弥儿》这一文本进行了选择性解读,以及受到高度复杂的《爱弥儿》文本结构和微言大义的卢梭式写作方式等因素的干扰。然而,自然人抑或公民都不是"爱弥儿是谁"这一问题的准确解释,培养立法者可能才是卢梭所抱持的真正教育意图和隐微教诲。立法者既是卢梭为爱弥儿取名的真正用意,也是导师卢梭与学生爱弥儿形成复调关系的人格纽带,亦是《爱弥儿》与《社会契约论》形成文本联系的重要环节。
Education researchers tend to have quite different interpretations of Rousseua's mile. Some believe that mile,a fictional boy in the book,is designated as a natural man,whereas others think he is a typical citizen. Such a lack of agreement is due to researchers' selective interpretation of the book,as well as Rousseau's unique and intricate writing style. In fact,the true purpose of education,as can be inferred from Rousseau's book,is nothing but nurturing the Legislator. In both his Emile and The Social Contract,Rousseau expounds his conception of the Legislator. The education mile receives is also designed to create in him all the virtues of the idealized Legislator.
Education researchers tend to have quite different interpretations of Rousseua's mile. Some believe that mile,a fictional boy in the book,is designated as a natural man,whereas others think he is a typical citizen. Such a lack of agreement is due to researchers' selective interpretation of the book,as well as Rousseau's unique and intricate writing style. In fact,the true purpose of education,as can be inferred from Rousseau's book,is nothing but nurturing the Legislator. In both his Emile and The Social Contract,Rousseau expounds his conception of the Legislator. The education mile receives is also designed to create in him all the virtues of the idealized Legislator.
引文
[1]林玉体.西方教育思想史[M].北京:九州出版社,2006.
[2]张斌贤.西方教育思想史(修订版)[M].北京:人民教育出版社,2011:229.
[3]单中惠.西方教育思想史[M].北京:教育科学出版社,2007:156.
[4]滕大春.卢梭教育思想述评[M].北京:人民教育出版社,1984.
[5]于凤梧.卢梭思想概论[M].北京:北京师范大学出版社,1986.
[6]李明德.西方教育思想史:人文主义教育之演进[M].北京:人民教育出版社,2008:224-235.
[7]李平沤.如歌的教育历程——卢梭《爱弥儿》如是说[M].济南:山东人民出版社,2008:63-64.
[8]刘黎明.西方自然主义教育思想史[M].武汉:华中科技大学出版社,2014:111-142.
[9]王保星.外国教育史[M].北京:北京师范大学出版社,2008:164-165.
[10]袁贺.公民与现代性政治:以卢梭为中心的考察[M].北京:中央民族大学出版社,2013:159-188.
[11]谈火生.公民教育:卢梭美德共和国的微观基础[J].学术月刊,2016(5):94.
[12]渠敬东,王楠.自由与教育:洛克与卢梭的教育哲学[M].北京:生活·读书·新知三联书店,2012.
[13]陈华仔.“好人”与“好公民”的冲突与和解——卢梭自然教育思想研究[D].博士学位论文.长沙:湖南师范大学教育科学学院,2012:105-128.
[14]刘小枫.卢梭的苏格拉底主义[M].北京:华夏出版社,2005.
[15]Delaney,J.Starting with Rousseau[M].New York:Continuum,2009:66-67.
[16]Todorov,T.Frail Happiness:An Essay on Rousseau[M].Pennsylvania:The Pennsylvania State University Press,2001:56.
[17]Cameron,D.The Social Thought of Rousseau and Burk[M].London:Weidenfeld and Nicolson,1973:81.
[18]梅尔泽,A.字里行间的哲学:被遗忘的隐微写作史[M].赵柯,译.上海:华东师范大学出版社,2018:4-7.
[19]施特劳斯,L.迫害与写作艺术[M].刘锋,译.北京:华夏出版社,2012:18-19.
[20]卢梭,J.山中来信[M].李平沤,译.北京:商务印书馆,2016.
[21]Rousseau,J.Emile or on Education[M].New York:Basic Books,1979.
[22]刘良华,曾世萍.卢梭的教育意图[J].华东师范大学学报(教育科学版),2015(1):17.
[23]迈尔,H.论哲学生活的幸福——对卢梭系列遐想的思考两部曲[M].陈敏,译.北京:华夏出版社,2014:201.
[24]卢梭.社会契约论[M].李平沤,译.北京:商务印书馆,2016.
[25]刘小枫.《爱弥儿》如何“论教育”——或卢梭如何论教育“想象的学生”[J].北京大学教育评论,2013(1):128.
[26]Shklar,J.Men and Citizens:A Study of Rousseau’s Social Theory[M].Cambridge:Cambridge University Press,1969:165.
[27]卢梭,J.论波兰的治国之道及波兰政府的改革方略[M].李平沤,译.北京:商务印书馆,2014:6.
[28]Grace,E.,&Kelly,C.The Challenge of Rousseau[M].Cambridge:Cambridge University Press,2013:144.
[29]Hall,J.Rousseau:An Introduction to His Political Philosophy[M].London:Macmillan,1973:111-112.
[2]张斌贤.西方教育思想史(修订版)[M].北京:人民教育出版社,2011:229.
[3]单中惠.西方教育思想史[M].北京:教育科学出版社,2007:156.
[4]滕大春.卢梭教育思想述评[M].北京:人民教育出版社,1984.
[5]于凤梧.卢梭思想概论[M].北京:北京师范大学出版社,1986.
[6]李明德.西方教育思想史:人文主义教育之演进[M].北京:人民教育出版社,2008:224-235.
[7]李平沤.如歌的教育历程——卢梭《爱弥儿》如是说[M].济南:山东人民出版社,2008:63-64.
[8]刘黎明.西方自然主义教育思想史[M].武汉:华中科技大学出版社,2014:111-142.
[9]王保星.外国教育史[M].北京:北京师范大学出版社,2008:164-165.
[10]袁贺.公民与现代性政治:以卢梭为中心的考察[M].北京:中央民族大学出版社,2013:159-188.
[11]谈火生.公民教育:卢梭美德共和国的微观基础[J].学术月刊,2016(5):94.
[12]渠敬东,王楠.自由与教育:洛克与卢梭的教育哲学[M].北京:生活·读书·新知三联书店,2012.
[13]陈华仔.“好人”与“好公民”的冲突与和解——卢梭自然教育思想研究[D].博士学位论文.长沙:湖南师范大学教育科学学院,2012:105-128.
[14]刘小枫.卢梭的苏格拉底主义[M].北京:华夏出版社,2005.
[15]Delaney,J.Starting with Rousseau[M].New York:Continuum,2009:66-67.
[16]Todorov,T.Frail Happiness:An Essay on Rousseau[M].Pennsylvania:The Pennsylvania State University Press,2001:56.
[17]Cameron,D.The Social Thought of Rousseau and Burk[M].London:Weidenfeld and Nicolson,1973:81.
[18]梅尔泽,A.字里行间的哲学:被遗忘的隐微写作史[M].赵柯,译.上海:华东师范大学出版社,2018:4-7.
[19]施特劳斯,L.迫害与写作艺术[M].刘锋,译.北京:华夏出版社,2012:18-19.
[20]卢梭,J.山中来信[M].李平沤,译.北京:商务印书馆,2016.
[21]Rousseau,J.Emile or on Education[M].New York:Basic Books,1979.
[22]刘良华,曾世萍.卢梭的教育意图[J].华东师范大学学报(教育科学版),2015(1):17.
[23]迈尔,H.论哲学生活的幸福——对卢梭系列遐想的思考两部曲[M].陈敏,译.北京:华夏出版社,2014:201.
[24]卢梭.社会契约论[M].李平沤,译.北京:商务印书馆,2016.
[25]刘小枫.《爱弥儿》如何“论教育”——或卢梭如何论教育“想象的学生”[J].北京大学教育评论,2013(1):128.
[26]Shklar,J.Men and Citizens:A Study of Rousseau’s Social Theory[M].Cambridge:Cambridge University Press,1969:165.
[27]卢梭,J.论波兰的治国之道及波兰政府的改革方略[M].李平沤,译.北京:商务印书馆,2014:6.
[28]Grace,E.,&Kelly,C.The Challenge of Rousseau[M].Cambridge:Cambridge University Press,2013:144.
[29]Hall,J.Rousseau:An Introduction to His Political Philosophy[M].London:Macmillan,1973:111-112.